We believe that toddlers learn best when actively engaged with all aspects of their environment: teachers, peers, materials, etc.

We believe that children learn best when exploring topics that are relevant and meaningful to their lives.

We value opportunities for children to revisit previous work and experiences.

We believe in providing consistency of care to children and their families.

We believe that with a consistent routine, children gain a sense of control and independence within their day.

We believe that infants and toddlers are provided rich experiences when brought together.

We believe that young children need to develop trusting and caring relationships with caregivers in order to feel safe and secure in their environment.

Children are provided with a variety of choices within the learning environment with teachers serving as facilitators, participants, and observers.

Typically topics explored in the classroom stem from observations of children's play and conversations.

Children and teachers' previous work is displayed and discussed through photographs, retelling of experiences, and documentation panels.

Teachers and parents are in constant communication through daily conversations, notes, journals, conferences, classroom get-togethers and written developmental profiles.

The daily routine remains consistent although flexibility is incorporated as children demonstrate changing needs. With consistent limits and boundaries, children become increasingly capable of anticipating consequences and outcomes to behaviors and situations.

Collaboration occurs regularly between infant and toddler teachers so that previous experiences that children have had can be extended in future endeavors.

The looping of teachers between the infant and toddler classrooms, and the transitions of children in-groups between these two classrooms, and between the toddler and three-year-old classroom supports existing relationships while facilitating the emergence of new relationships.

Materials in the classroom are rotated with children's interests in mind. An attempt is made to offer a variety of materials which support and challenge children's abilities.

We intend to share the choice of children's course of learning, by following the lead of children when presenting them with new topics and information.

In order to extend the knowledge possessed by the children, we revisit and rediscover topics we have investigated in the past.

A collaborative relationship is developed between teachers and parents to ensure continuity between home and school.

By revisiting the work created by the children, through documentation panels, photographs, and discussion, we aim to assist the children to value themselves and their accomplishments.

Infant and toddler teachers engage in on-going communication about curriculum and use one another as resources both in terms of developing curriculum and reflecting on past experiences. Teachers are actively engaged in children's work and play as participants and observers.

We intend to provide children with continuity of care through the looping process. Looping offers the consistency of a minimum of one to two teachers for a two-year period. Peer groups are also supported as we make every effort to move children from the infant room to the toddler room and the toddler room to the three-year-old classroom in groups of at least two.